The document discusses rethinking teaching and learning spaces by making them more flexible and fluid. It proposes designing spaces that can accommodate multiple teaching and learning styles, allow for both individual and group work, and can be easily reconfigured. Specific space types are addressed, including classrooms, study areas, workspaces, and conference areas. Guiding questions are presented about values, beliefs, engagement, and balancing group and individual needs. Recommendations include eliminating ideas of "right" setups, adding movable whiteboards, designing alternative meeting rooms, and creating fluid classrooms.

1. Fixed, Fluid and Flexible:
Rethinking Teaching &
Learning Spaces
Jeanne Leader, Sara Frizelle, Lolly Smith

2. Stanford d.School approach
 Problem definition not problem solving
 “Build to Think”
 Innovators not Innovation
 Space reinforces the idea that there are
no fixed answers or questions
 Teamwork - innovation is a group activity

3. Classrooms
 Multiple teaching styles  Large writing surfaces
 Individual space  Standard technology
 Group work &  Ability to leave work &
collaboration return to later
 Limited time to  Plug and play
reconfigure

4. Study areas
 Multiple learning styles
 Individual needs
 Group work
 Plug, play, display
 Manipulate

5. Work spaces
 Privacy
 Collaboration
 Community

6. Conference areas
 Formal
 Informal
 Communication
 Transparency

7. Fixed

8. Flexible

9. Fluid

18. What are your values and beliefs? How are these
ideas supported as you plan and renovate spaces?

19. How do you create opportunities
to engage with each other?

20. How do you manage group and
individual needs?

21. Photos courtesy of KI Furniture and Steelcase

22. Recommendations
 Work to eliminate the ideas that there is a
“right” classroom setup
 Moveable whiteboards for student spaces
 Design an alternative meeting (huddle) room
 Design a classroom using fluid principles